As increasing numbers of students with learning disabilities (LD) or attention-deficit/hyperactivity disorder (ADHD) transition to postsecondary education, they encounter a heightened need for proficiency with a wide range of learning technologies. Whereas the Individuals With Disabilities Education Improvement Act of 2004 (IDEIA) requires…

All young children need to interact with their environments to achieve maximum development and learning. Technology has great potential for supporting the learning needs of all young children in early childhood programs supported by the Reggio Emilia philosophy. This article discusses possible uses of technologies that are appropriate for young…

Many teachers of students with mild disabilities experience difficulty writing IEPs, and they lack a foundation in the regular education curriculum of academic skills and sequences associated with each grade level. This book was designed to provide this foundation. Presented in the form of scope and sequence charts that can be used as objectives…

The National Child Count of Children and Youth who are Deaf-Blind is the first and longest running registry and knowledge base of children who are deaf-blind in the world. It represents a 25 year collaborative effort between NCDB, its predecessors and each state deaf-blind project throughout the country, as well as those projects funded in the…

Because children who are deaf or hard of hearing are being identified at birth, fitted with advanced hearing technology, and enrolled in early intervention programs, families increasingly seek professionals who can provide services that support their choice of listening and spoken language. The increased demand for these services and shortages of…

PEPNet's "Perspectives" is the collaborative newsletter of the four PEPNet regional centers. This newsletter combines each centers individual strengths into a single resource that can be used on a national level. This issue focuses on the following topics: (1) PEPNet FAQs on Web, in Print; (2) Some Speech-to-Text FAQs; (3) Speech-to-Text…

Public schools must make available special education and related services to all IDEA-eligible (Individuals with Disabilities Education Act) students with disabilities beginning at age three and through age 18. Services to students, ages 19, 20, and 21, are permissive. That means the decision to serve 19, 20 and 21-year-old students is determined…

The American Recovery and Reinvestment Act (ARRA) creates a unique opportunity for states, districts, and high schools to work in concert on behalf of high school students. Generally, American Recovery and Reinvestment Act funds are not intended to create new programs; rather, the majority of the funds are intended to fill gaps in existing…

What barriers impede students with disabilities when they use technology? Even when they use assistive technology, such as screen readers, students with vision, hearing and mobility impairments often have difficulty accessing instructional materials used in online courses, Web resources, simulations and online interactions with instructors. For…

This report's 13 chapters address disability statistics and research, major trends, statistics, civil rights, Education, health, and long-term services and supports, children and youth, employment and the workforce development system, welfare reform, housing, transportation, assistive technology and telecommunications, international affairs, and…

This issue of Learning Point offers highlights several schools and districts in which there is a shared energy around making processes of teaching and learning more efficient while understanding and applying technology where it can provide the most value added for student learning. Gratuitous technology or technology for the sake of technology and…

The purpose of this brochure is to inform parents and educators regarding the use of assistive technology devices and services in the special education evaluation process and programming. As defined in the federal special education regulations, an assistive technology service means any service that directly assists a child with a disability in…

A 3-year study involving 15 teachers and 15 students with visual impairments (grades K-4) evaluated the impact of the Mountbatten Brailler when used in a literacy instruction project. Teachers reported students were more motivated to write when they used the Mountbatten Brailler than when using the Perkins Brailler. (Contains 3 references.) (CR)

Explores key concepts, resources, and strategies that can greatly strengthen the ability of on-line curricular offerings to accommodate learners with a wide range of disabilities. (EV)

Two students (ages 7 and 8) who were totally blind with profound motor impairments and mental retardation were provided with optic microswitches. The use of optic microswitches for simple hand responses, combined with the availability of pleasant stimuli for the responses, proved successful with both students. (Contains 9 references.) (CR)